Pronunciation Instruction Can Improve L2 Learners’ Bottom‐Up Processing for Listening

Kissling, Elizabeth M.

doi:10.1111/modl.12512

Cited by 29 publications

(37 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…How widespread is the analysis of ordinal data with metric methods in bilingualism research? Although there are examples of the application of appropriate methods (e.g., Kissling, 2018;Tare et al, 2018), this is far from common. We quantified this tendency by searching for all articles published in Bilingualism: Language and Cognition in 2019-2020, containing the words 'rating' or related words.…”

Section: A Pervasive Problem In Bilingualismmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of rating scales: A pervasive problem in bilingualism research and a solution with Bayesian ordinal models

Veríssimo¹

2021

Preprint

View full text Add to dashboard Cite

Research in bilingualism often involves quantifying constructs of interest by the use of rating scales, for example, to measure language proficiency, dominance, or sentence acceptability. However, ratings are a type of ordinal data, which violates the assumptions of the statistical methods that are commonly used to analyse them. As a result, the validity of ratings is compromised and the ensuing statistical inferences can be seriously distorted. In this article, we describe the problem in detail and demonstrate its pervasiveness in bilingualism research. We then provide examples of how bilingualism researchers can employ an appropriate solution using Bayesian ordinal models. These models respect the inherent discreteness of ratings, easily accommodate non-normality, and allow modelling unequal psychological distances between response categories. As a result, they can provide more valid, accurate, and informative inferences about graded constructs such as language proficiency. Data and code are publicly available in an OSF repository at https://osf.io/grs8x.

show abstract

Section: A Pervasive Problem In Bilingualismmentioning

confidence: 99%

“…In the case of many response categories, complexity may be reduced by plotting only a subset of interest or by averaging the predictions for several categories(Kissling, 2018).…”

mentioning

confidence: 99%

Analysis of rating scales: A pervasive problem in bilingualism research and a solution with Bayesian ordinal models

Veríssimo¹

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Yläkoulussa mukaan tulee kaikkien vieraiden kielten oppimäärissä myös kirjoittaminen: "Harjoitellaan tunnistamaan opiskeltavan kielen foneettisen tarkekirjoituksen merkkejä sekä tuottamaan tarvittavia kirjoitusmerkkejä." Tutkimuksissa on havaittu, että yleisen fonologisen tietoisuuden määrä korreloi ääntämisen ymmärrettävyyden kanssa (Venkatagiri & Levis, 2007) ja erityisesti kohdekielen prosodian opettamisen on havaittu helpottavan vieraan kielen ymmärtämistä (Kissling, 2018). Lisäksi Lintunen (2004) on havainnut foneettisen kirjoituksen osaamisen ja ääntämisen välisen yhteyden.…”

Section: Eksplisiittinen ääNtämisen Opetusunclassified

Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä

Virkkunen¹,

Toivola²

2020

View full text Add to dashboard Cite

Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon. Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools Abstract We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners. Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education

show abstract

“…Mounting evidence from research suggests that pronunciation instruction is able to improve learners’ speaking skills (Derwing and Munro, 2015; Derwing et al, 1998; Levis, 2018) and plays a central role in improving their intelligibility, comprehensibility, and accuracy. Pronunciation instruction can also help with other skill areas such as listening (Kissling, 2018), as well as reading and writing (Darcy, 2018; Levis, 2018: 190). Recently a meta-analysis of pronunciation studies by Lee et al (2015) examined a large number of experimental studies and observed that many report improvements in pronunciation accuracy as a result of pronunciation instruction (e.g.…”

Section: Introductionmentioning

confidence: 99%

A Window into the Classroom: How Teachers Integrate Pronunciation Instruction

2020

View full text Add to dashboard Cite

This project analyzes teacher behavior using a corpus of 110 hours of recorded instruction in order to document the realities of second-language pronunciation instruction. Teachers of six intact classes were recorded during a seven-week oral communication course. Four classes implemented a focus on pronunciation that was integrated into the syllabus in one of two ways: form-focused (only) instruction (‘explicit’), or form-focused and communicative at the same time (‘communicative’). The other two did not have a specific focus on pronunciation (‘NSP’) and serve as the baseline. Our goal was to establish how much more time was spent on pronunciation when integrated compared to the NSP baseline, and to document how teachers implement various pedagogical choices while doing so. Our findings show that in the NSP groups, pronunciation instruction happened for a very short time and was mostly reactive. In comparison, the proportion of time with a pronunciation focus was 10 times greater in the integrated groups, where pronunciation-related episodes covered a quarter to a third of class time. Furthermore, a large portion of the integrated instruction was pre-planned, unlike in the NSP groups. The analysis of how this time was spent in the integrated groups further shows that aside from a core number of dedicated pronunciation lessons, a pronunciation focus was achieved by integrating activities with the course materials in variable ways and to varying degrees. This dataset shows that integrating pronunciation into existing syllabi is possible and does not happen at the expense of the other course goals. Therefore, integration appears to be a successful approach from a pronunciation instruction standpoint since the time accumulated also led to measurable improvements in comprehensibility after seven weeks for the observed students. We outline an integration model to help guide instructors towards implementing integrated pronunciation instruction even in courses without explicit pronunciation goals.

show abstract

Pronunciation Instruction Can Improve L2 Learners’ Bottom‐Up Processing for Listening

Cited by 29 publications

References 46 publications

Analysis of rating scales: A pervasive problem in bilingualism research and a solution with Bayesian ordinal models

Analysis of rating scales: A pervasive problem in bilingualism research and a solution with Bayesian ordinal models

Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä

A Window into the Classroom: How Teachers Integrate Pronunciation Instruction

Contact Info

Product

Resources

About